focused note‐taking in your classroom
DESCRIPTION
Focused Note‐taking in Your Classroom. “One learns through the processing of information by the brain. Words very, very seldom imprint themselves on the brain; but ones thinking does.” ‐Walter Pauk. Quickwrite How and when did you learn to take notes?. Guiding Questions. - PowerPoint PPT PresentationTRANSCRIPT
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FOCUSED NOTE‐TAKING IN YOUR CLASSROOM
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“One learns through the processing of information by the brain. Words very, very seldom imprint themselves on the brain; but ones thinking does.”
‐Walter Pauk
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QuickwriteHow and when didyou learn to take notes?
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GUIDING QUESTIONS
During our time together think about….
How would this information have helped me as a student?
How will this knowledge help me in my
classroom to better prepare my students for HS & beyond?
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CORNELL NOTE‐TAKING SYSTEMNOTE‐TAKING NOTE‐MAKING NOTE‐
INTERACTINGNOTE‐REFLECTING
STEP 1Create Format
STEP 3Review & Revise notes
STEP 6Link learning to create a synthesized summary
STEP 8Written Feedback
STEP 2Organize Notes
STEP 4Note key ideas to create questions
STEP 7Use completed Cornell notes as a Learning tool
STEP 9Address WrittenFeedback
STEP 5Exchange ideas by collaboration
STEP 10Your reflection
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C REATE FORMATO RGANIZE NOTES R EVIEW & REVISE N OTE KEY IDEASE XCHANGE IDEASL INK LEARNINGL EARNING TOOL
W RITTEN FEEDBACKA DDRESS FEEDBACK Y OUR REFLECTION
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STEP 1 – CREATE FORMAT Name, Date,
Class Topic Essential
Question Tips…..
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STEP 2 – ORGANIZE NOTES Listen & take notes in your own words Paraphrase what you hear Skip lines between ideas Abbreviate Use symbols Write in phrases Use bullets/lists Recognize cues
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TIPS TO HELP STUDENTS WITH STEP 2
Provide students with abbreviations & shortcuts for each content area
Teach students your personal cues
Model, model, model
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READY TO TRY?Research Behind Note‐taking
Essential Question
What is the rationale and research that supports the importance of
note‐taking?
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HERMANN EBBINGHAUSGerman psychologist & researcher
Late 1800’s
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THE CURVE OF FORGETTING: The Curve of Forgetting describes how we retain or get rid of information that we take in. It’s based on a 1 hour lecture.
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WALTER PAUKCornell University
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CLASSROOM INSTRUCTION THAT WORKS: MARZANO, PICKERING, POLLACK 2001
Effective
TeachingRequires
Tools That Work
Effective Teaching Requires Tools That Work
Homework & Practice
Identify Similarities & Differences
Summarizing & Note Taking
Cooperative Learning
Questions, Clues,& Advanced Organizers
Reinforcing Effort & Providing Recognition
Generating & Testing Hypothesis
Objective & Providing Feedback
Nonlinguistic Representation
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SUMMARIZING & NOTE‐TAKING
Effect Size 1.00 (34 percentile gain)
Tools for identifying & understanding the most important aspects of what is being learned
Summarizing & Note‐taking Deleting, substituting & keeping
some information Learning to analyze Becoming aware of information
structures
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STEP 3 – REVIEW & REVISE
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REVIEW & REVISE NOTES SAMPLES
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STEP 4 ‐ NOTE KEY IDEAS
Identify first chunk or big idea of the notes and number 1Write a question about the main idea
of that chunkRepeat until all “chunks” are
identified with corresponding questions
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LEVELS OF THINKING
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STEP 5 – EXCHANGE IDEAS
When peers work together to review their notes, the collaboration results in enhanced learning.
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STEP 6 – LINK LEARNINGSummary
Review notesSynthesize and
combine main ideas
Address the essential question
Link the answers from the questions on the left
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STEP 7 – LEARNING TOOLThink‐pair‐share
List ways students can use their notes as a learning tool…..
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CORNELL WAY
Step 10 – Your Reflection•Develop a Thinking learning log to guide students’– Identify 3 key concepts from your summaries– How can you apply these concepts to another concept?– What questions are still unanswered?
Step 9 – Address Feedback Step 8 – Written Feedback
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CORNELL NOTETAKINGWhen should you take notes?
Notes are a record of your learning, so take them when:
You listen to a lecture You read a text You watch a film You work in a group on an
activity You need to recall information
about what happened to you in a class, meeting, or activity--which means always!
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CORNELL NOTETAKING STEPS What are the step to taking Cornell Notes?
Set up your page Draw your margins Label clearly Take notes Use your best strategies Actively listen, analyze, and ask questionsO After Class Look over notes and highlight, edit, or add info Write your questions and reflectionsReview Cover the notes and quiz a partner/self with the
questions Review the notes on a regular basis.
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CORNELL NOTES LEFT SIDEWhat types ofquestions should
I place on the left side?
Questions which are answered in the notes on the right
Questions that still need an answer--ask a friend or the teacher after class
Questions the teacher might ask on a test
Higher level thinking questions
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CORNELL NOTES LEFT SIDE
What else could
I place on the left side?
Key terms, vocabulary words, or dates
Diagrams or figures Reference pages in a text Steps in a solution process Notes to self about actions
needed to take
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CORNELL NOTES RIGHT SIDE
What are some good tips for taking note on the right side?
Write only what is most important:
Listen for repetition, change in pace or volume, numbering, explicit clues (“this is important,” or “on the test”);
Watch for gestures, or clues to organization;
Look for material being written down by instructor or shared in a visual manner
Ask relevant questions
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CORNELL NOTES RIGHT SIDE
What are some good tips for taking note on the right side?
Write in your own words (paraphrase)
Write using abbreviations (check a dictionary for these and create your own)
Draw a figure or diagram Leave space where you think
you might need to “fill in” info later
Use bullets, arrows, and indenting to list key ideas
Write legibly
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WHY CORNELL NOTETAKING?
Why will your students take notes?
Students will only do what you model consistently for them--each time you write something down, make sure to draw your margin and create a notes page
Students will take notes because they are worth something in class
Students will take notes because they are able to use them on exams
Students will act according to habit
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TEACHING TIPScaffold for students using the 8‐1‐1 method (40-minute class)8 minute lecture1 minute pair share1 minute individual 1 sentence
summary below chunk Repeat throughout lesson